Training based on problems as a teaching methodology in the embryology discipline in the student's vision

Abstract

The traditional teaching method, based on the student passivity, has been largely rethought and questioned throughout the years, since the basic levels until post-graduation. Among the most used active methodologies is the Problem Based Learning (PBL). The aim of this study was to compare the motivation and learning perception of students of embryology, after traditional expositive classes and meeting in the model of PBL. After discussion of the subjects, the students answered to a questionnaire and the collected data were tabled and compared through the qui-square test. The results allow us to conclude that in the proposed experimental design, the students believe that the traditional method has more advantages and consider that they learn more in expositive lessons as in the meetings with the PBL approach. Regarding the motivation of the students to work in groups, common in the PBL technic, no significant differences were observed in comparison between the questionnaires after the expositive lessons and the active methodology, meaning that the PBL activity has not changed the point of view of the students regarding team work